Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students' Achievement in Algebra

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Autor/inn/en	Ojaleye, Omotayo; Awofala, Adeneye O. A.
Titel	Blended Learning and Problem-Based Learning Instructional Strategies as Determinants of Senior Secondary School Students' Achievement in Algebra
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 2, S.486-501 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Blended Learning; Algebra; Mathematics Instruction; Problem Based Learning; Teaching Methods; Secondary School Students; Secondary School Mathematics; Student Centered Learning; Educational Technology; Technology Uses in Education; Pretests Posttests; Achievement Tests; Statistical Analysis; Foreign Countries; Control Groups; Experimental Groups; Comparative Analysis; Nigeria (Lagos) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Ausland
Abstract	The contribution of algebra to a shared understanding of the world and the society is vital to the development of science, technology and engineering. Thus, the teaching of algebra in schools must be maximised. This study examined the effects of blended learning (BL) and problem-based learning (PBL) instructional strategies on senior secondary school students' achievement in algebra in Lagos State in Southwest, Nigeria. Problem based learning is a learner-centred strategy hinged on problem solving heuristics in which learners are presented with ill structured problems and engaged the problems in a small collaboratory peer teaching to arrive at solutions to the problems. Blended learning is a learning strategy which supplements traditional face to face instruction congruent to the traditional lecture method (TLM) with a computer-based algebrator in which students were subscribed to a class e-mail list. Three research questions and three hypotheses were generated to guide the study. A quasi-experimental pretest, post-test, non-equivalent control group design was adopted for this study. Multistage sampling techniques were applied to select sample of 388 students (204 boys and 184 girls) drawn from nine secondary schools in which intact classes were used. One research instrument, Algebra Achievement Test (AAT) was developed and the AAT was used for pretest and posttest. Analysis of covariance (ANCOVA) was used to test the hypotheses while the descriptive statistics of means and standard deviations were used to answer the research questions. All the hypotheses were tested at a = 0.05 level of significance. Results showed that there was a statistically significant main effect of treatment on students' achievement in algebra. There was a statistically significant main effect of gender on students' achievement in algebra. There was no statistically significant interaction effect of treatment and gender on students' achievement in algebra. The findings of the study revealed that the students' achievement in algebra was enhanced when PBL and BL strategies were used than when TLM was used. Based on the findings of this study it was recommended that efforts should be made to integrate the philosophy of BL and PBL into the preservice teachers' curriculum at the teacher preparation institutions in Nigeria. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01